An increasing number of adventure facilitators are being trained in school settings. The common form of training consists of modeling the appropriate behavior to new facilitators followed by an apprenticeship period. An attempt was made to determine if adventure facilitators were making ethically correct decisions based upon their knowledge and…

From John Glenn's mission to orbit Earth to the International Space Station program, space food research has met the challenge of providing food that tastes good and travels well in space. Early food dehydration was achieved by cutting meat, fish, and certain fruits into thin strips and drying them in sunlight. Rubbing food with salt or soaking it…

This policy brief presents some of the benefits of including students in school governance at the district and state levels, with examples from across the country. Discussion also centers on the challenges of involving young people in governance and a set of questions for state and local policymakers to consider. The conclusion provides…

Specific examples of how a school store can provide students with an opportunity to learn what happens in large retail establishments, and why and how, are presented. Merchandise receiving and display are used as the examples. (AG)

Answers to the questions most commonly asked about Action Learning are beginning to be answered by a test project in Seattle. This article provides insight into what's happening. (Editor)

Preschool children's ability to associate pairs of toys was studied under one of four experimental conditions. All three subject-involvement conditions produced better learning. (ST)

The author describes a project in which students studying the Middle Ages were taught in terms of process rather than by juggling historical facts. Ten learning centers tackled important phases of medieval social life, religious groups, military organization, government and the economy. (Author)

Describes a rationale for awarding credit for experiential learning based on the student's ability to process experience and transfer cognitive and affective perceptions. Lists five general competencies that a student must demonstrate in order to be awarded credit under this rationale. (W.C. Publications, P.O. Box 1578, Montclair, NJ 07042) (NRJ)

Describes experience-based learning as programs that are designed to expand the setting of learning experiences beyond traditional school into occupational and community settings. Includes guidelines for program development and a list of competencies needed by program staff. (JOW)